Ramirez-Avila et al. (2026) explored English as a foreign language teachers’ perspective on Universal Learning Design. Ramirez-Avila and his colleagues conducted a qualitative design. Data was collected using individual reflective essay. The participants were 10 in-service teachers from Ecuador. The researchers found that although the teachers were overwhelmed with the demands of UDL lesson plan, thy stated that the outcomes were rewarding and stated that they are willing to do the process again. The researchers indicated that teachers highlighted the benefits of UDL in classroom management and skill development.

2.The effectiveness of Project-Based Learning and the (UDL) framework in acquiring English as a second language.

Joseph and Añazco (2025) explored the influence of Project-Task-Based Learning (PBL) and Universal Design for Learning on second language learners’ motivation, participation and language proficiency. The participants were 100 ESL students in aged 13 and 18 in Ecuador. The researchers used a quasi-experimental design collecting data using motivation and engagement surveys, pre and post-test and classroom observations to measure the effect of PBL and UDL. They found out that both PBL and UDL improve language skills including reading. writing and oral expression. In addition, using the PBL and UDL have shown to increase students’ engagement collaboration and motivation in the classroom. The researchers highlighted the significance of training teachers and developing accessible teaching materials.        

3. Implementing universal design for learning (UDL) in classrooms. 

Muhammad et al. (2024) examined the effect of UDL principles on students’ engagement and learning.  The participants were English as a second language teachers and students. Using a mixed method surveys administered used to measure student and teachers’ perception of the impact of UD. The research also conducted interviews with teachers as well as classroom observations. They found that there was 20% increase in students’ engagement, participation and understanding. However, there were barriers to using UDL strategies as teachers stated that there was limited access to technology, not enough time for preparation.

4.The effect of universal design for learning on the proficiency of English as a foreign language students’ acquisition of reading and vocabulary skills.

Alghamdy (2023) studied the impact of UDL on the competency and proficiency of Saudi English as a foreign language students in a university setting. He focused on the students’ acquisition of vocabulary skills and reading. The participants were 45 male students. Utilizing a mixed research method, the researcher conducted interviews and English achievement test. The result indicated a difference between post-test score the average scores of students. The researcher found that UDL addresses learners needs, increase their motivation, presents different teaching materials and multiple options for assignments. In light of the findings, the researcher highlighted that universities should account for the demands of UDL not only training teacher but also the required infrastructure for contemporary classrooms.

5. Supporting Academic and Affective Learning Processes for English Language Learners with Universal Design for Learning.

Rao and Torres (2017) presented an overview of applying Universal Design Learning for English Language Learners (ELLs). The authors discussed the principles through the lens of different second language acquisition theories including input theory, the affective filter theory (Krashen, 1982) and extensive feedback (Mackey, 2006). They provided extensive classroom examples for each principle.  The review begins with an explanation of each UDL principle followed by an example of instructional design that support ELLs needs.

Related resources: 

1. Applying Universal Design for Learning in the EFL Classroom By Danielle Guzman-Orth
2. Teacher's Corner: How Universal Design for Learning Supports Inclusive Learning Practices
3. Universal Design for Learning (UDL) in language education
4. Why UDL Matters for English Language Learners
5. Bringing Universal Design for Learning to the World Language Classroom

References